M.Ed. - Educational Foundationshttp://hdl.handle.net/10125/2042
Wed, 04 Mar 2015 00:45:32 GMT2015-03-04T00:45:32ZScience education and native Hawaiian peoples: a study of the dis/connection between science teaching and being native Hawaiianhttp://hdl.handle.net/10125/20363
The mainstream science education paradigm which permeates many public and private school systems does not recognize the indigenous knowledge of the Native Hawaiian culture as a viable partner in the cJassroom/laboratory to "traditional" scientific methods. Researchers and scholars argue that many science teachers align themselves to values associated with scientism resuJting in an atmosphere where a Hawaiian science teacher's beliefs and cultural identity are viewed as unscientific and unimportant. This creates a situation where teachers are forced to categorize themselves based on a single identity, in this case the choice between being Hawaiian or a science teacher. This singular identity system creates an atmosphere in which Indigenous science teachers, and in tum their students, must choose to either abandon their culture in favor of the "civilized" methods of science or to become disengaged from science as a whole. This thesis approaches the identity from a different perspective, one in which individuals have plural identities at different times. This theory will be supported by literary works such as Amartya Sen's Identity and Violence and Kwame Appiah's Cosmopolitanism as well as three cases studies involving science teachers of Native Hawaiian ancestry.
Thesis (M.Ed.)--University of Hawaii at Manoa, 2007.
Sat, 01 Dec 2007 00:00:00 GMThttp://hdl.handle.net/10125/203632007-12-01T00:00:00ZAllaire, Franklin S.Perspectives from Japanese international graduate students and the effectiveness of support programs/services at University of Hawaiʻi Mānoahttp://hdl.handle.net/10125/20362
This thesis examines the difficulties that Japanese international graduate students encounter at the University of Hawai'i at Minoa (UHM), and the ways they adjust to their new environment. Qualitative research is conducted to explore the strengths and weaknesses of the various programs and support systems at UHM from the perspectives of these students. Three research questions guide this study: 1) What difficulties may Japanese international graduate students face at UHM? 2) What programs and support services have they used at UHM? How effective have these programs and services been for them? 3) What kinds of support would be helpful for these students to adapt to UHM and life in Hawai'i? Interviews are conducted with six Japanese international graduate students attending UHM. Based on their perspectives, recommendations are offered to staff and faculty who serve this population. A literature review is also included about the topic and to support the findings.
Thesis (M.Ed.)--University of Hawaii at Manoa, 2007.
Tue, 01 May 2007 00:00:00 GMThttp://hdl.handle.net/10125/203622007-05-01T00:00:00ZIwasaki, Jennifer L.S.Mothers' Strategies For Children's Education: Japanese Sojourn Families In Hawai'ihttp://hdl.handle.net/10125/10436
This study of educational strategies of Japanese sojourn families in Hawai'i reveals the various actions, tactics, and thoughts of mothers toward their children's success in the classroom in Hawai'i as well as upon their return to Japan. Through a qualitative research based on the interviews, this study finds that Japanese mothers may carefully choose the time of sojourning and the school to which their children will go, provide extensive tutoring and/or send them to extra curricular activities, and take advantage of the networks they have built among friends, other mothers, and teachers. Mothers devote themselves to their children's education out of a sense of responsibility as parents and/or a belief that education is an investment. Finally, this study suggests that various organizations should assist children and parents by providing information and services to help them cope with problems faced before, during and upon completion of their sojourn.
Wed, 01 Dec 2004 00:00:00 GMThttp://hdl.handle.net/10125/104362004-12-01T00:00:00ZWilcock, ChieBilingual Children In Hawai'i Their Languages, School Lives And Cultural Identityhttp://hdl.handle.net/10125/10435
This study uses a case study approach to understanding the lives of English-Japanese bilingual children in Hawaii, whose parents or mothers are from Japan. It focuses on the main three issues, language, school lives, and cultural identity. To maintain Japanese language and cultural values, all ,the children in this study attend weekend supplemental Japanese school called Hoshuuko, while they attend local English school during weekdays. This study also describes the features ofHoshuuko, and discusses its advantages and disadvantages as expressed by the informants. The focal children are divided into three categories, such as Japan-Focused Returning Students, Japan-Focused Non-Returning Students, and Dual Nationality Students, depending on their family backgrounds. Interviews with mothers are included in order to analyze the results from their point of view. Some suggestions and recommendations are made in the final chapter to help educators relate more sensitively and productively with these children and parents who have dual languages and cultural values. HI
Sat, 01 May 2004 00:00:00 GMThttp://hdl.handle.net/10125/104352004-05-01T00:00:00ZUdo, TomokoInterrogating Assimilation: A Study Of Language And Identity Among Non-Native Students In Japanhttp://hdl.handle.net/10125/10434
This thesis investigates how the Japanese schools and teachers accommodate to meet the needs of JSL (Japanese as a Second Language) children and their parents and how JSL children and their parents meet the expectations of Japanese schools and teachers. First, it analyzes how Japanese schools and teachers manage JSL children. Second, it investigates what the lives of seven JSL children in Japanese schools through interviews with their parents, language teachers, and homeroom teachers. Lastly, the needs of teachers, JSL children, and their parents are discussed in relation to whether their needs are met respectfully. The data were collected through multiple methods including observation at school, interviews, and documents. Fieldwork was conducted in K city which is located in the southern part of Japan. Chapter 4 presents the case studies and the findings of the fieldwork. Data analysis was conducted through the lens of "accommodation without assimilation" in Chapter 5. Recommendations for the schools, the parents, and the community organizations to achieve the principle of "mutual accommodation" and a key element of "hybrid-diasporic" identity are provided in the final chapter.
Sat, 01 May 2004 00:00:00 GMThttp://hdl.handle.net/10125/104342004-05-01T00:00:00ZNakashima, ChikakoA Trustworthy Historical Record: The Laterwriting Of Abraham Fornander, 1870-1887http://hdl.handle.net/10125/10433
Using a post-colonial framework, this thesis examines the later research and writing of Abraham Fornander. The paper addresses the politics, religion, and society that informed Fornander's research and writing, then focuses more closely on his book, An Account of the Polynesian Race and international response to it. Fornander's tenacity in promoting his Western worldview and his efforts to advance his career infused his writings and, in the end, served to overshadow existing indigenous language and culture, hastening deterioration of both. Utilizing correspondence, early writing for newspapers, and other archival information, the paper demonstrates his attempts to attain authentic status for himself and his work. Though inconclusive in terms of proving Fornander's complicity with colonialism, the thesis presents another viewing of one man's work and begs a previously hidden discussion.
Sat, 01 May 2004 00:00:00 GMThttp://hdl.handle.net/10125/104332004-05-01T00:00:00ZHaight, PamelaFalse Dichotomy: Peace Education And Character Education- Transcending The Duality Of The Moral Education Warshttp://hdl.handle.net/10125/10432
This thesis examines recent calls for moral education programs in the United States to address societal violence. Character education and peace education are two approaches that have been employed towards this end, and mandated in some districts and states, including the state of Hawai'i. The paper provides an analysis of the historical evolution of content and pedagogy of Character and Peace Education programs. Specifically, it looks at six programs and analyzes them using Frankena's (1965) schema to determine normative educational philosophies through the examination of the dispositions advocated, and suggested methodologies. It is the hoped that this thesis will assist educators and administrators who are seeking to determine which types and elements of character and/or peace education curriculum would best serve their needs, as well as to discern what the objectives, implications and indicators of such a program would be. Although many proponents of character or peace education programs have been critical towards the other, this treatise compares and contrasts a variety of character and peace education programs finding similarities and differences among them.
Mon, 01 Aug 2005 00:00:00 GMThttp://hdl.handle.net/10125/104322005-08-01T00:00:00ZDoktor, PeterService learning: issues and challenges, past and presenthttp://hdl.handle.net/10125/6936
Today, in 2003, America's public educators are attempting to cope with what some call the most sweeping federal education reform initiative ever, the so called No Child Left Behind Act of 2001. The goals of this 2001 legislation address many of the same issues identified in the Goals 2000 Educate America Act, in particular teacher professional development and credentialing, equity in educational deliverables, and accountability on the part of educators and students alike. 1 Once again service-learning's advocates argue that their pedagogy and philosophical approach to education can be one of a number of effective strategies for achieving the goals of No Child Left Behind, and of public education reform in general. The publications of well known leaders in the service-learning field such as Terry Pickeral, Janet Eyler, Shelley Billig, Andrew Furco, among others, argue a historically consistent refrain; service-learning should be one of the solutions to educational improvement. According to Pickeral et al., service-learning advocates and practitioners currently do not have a place at the table of school reform, but they should work hard to find that place. The purpose of this thesis is to explore the issues and challenges, past and present, for the teaching method and educational philosophy known as service-learning. Service-learning has a number of obstacles to overcome. The field suffers from low status and credibility in the context of general education reform; its advocates lack a consensus in terms of its mission and goals; its future is problematic. I intend to look at these challenges as educators within the field perceive them; I also intend to discuss these problems as I perceive them.
vi, 124 leaves
Mon, 01 Dec 2003 00:00:00 GMThttp://hdl.handle.net/10125/69362003-12-01T00:00:00ZReppun, Joshua EngelParents' perceptions of inclusion and pullout programs at an Oahu elementary schoolhttp://hdl.handle.net/10125/6935
This study examined how parents experienced inclusion and pull-out programs at an elementary school on Oahu. This study compared the scores from a sample of third grade students who took the Woodcock Reading Mastery Test and the Key Math Test both at the beginning and the end of the 2001-2002 school year. A sample of eight pull-out students and five inclusion students took the Woodcock Reading Mastery Test in July, 2001 and again in June, 2002. A sample of seven pull-out students and six inclusion students took the Key Math Test in July, 2001 and again in June, 2002. Results indicated that on average, students in the pull-out program made more gains in the areas of reading and math than students in the inclusion program. In addition, interviews were conducted with parents of two third grade students and two fifth grade students who had experienced both pull-out and inclusion programs. Several themes emerged from the interviews. Parents lauded the idea of inclusion, but had many concerns regarding its implementation. Perceived downfalls of the inclusion program included smaller academic gains in the areas of reading and math and lack of adequate personnel to service students in inclusion programs. Pull-out was perceived as a much better placement for improving reading and math skills. Parents also attributed their child's higher self-esteem to the curriculum of the pull-out program. Additionally, both parents and students reported that pull-out did not, in fact, alienate special education students from their peers.
vi, 64 leaves
Mon, 01 Dec 2003 00:00:00 GMThttp://hdl.handle.net/10125/69352003-12-01T00:00:00ZAgpalsa, Jody HRe-educating the Japanese: the US occupation and postwar Japan's first minister of educationhttp://hdl.handle.net/10125/6933
Some scholars have viewed the reforms of the first postwar Minister of Education Maeda Tamon (1884-1962) as purely Japanese. Maeda served the office from 18 August 1945, before the Allied Occupation officially began, through the initial period of the Occupation, until 13 January 1946. He initiated educational reforms without interference of the occupation for the first two months after the occupation began. Hidefumi Kurosawa depicts Maeda as a liberal reformer. Kurosawa analyzes Maeda's educational philosophy and concludes that it was nascent democratic thinking that began in prewar Japan. Eiichi Suzuki, on the other hand, describes Maeda as a conservative vanguard of prewar educational philosophy by citing Maeda's statements emphasizing preservation of the national polity, the emperor system. Toshio Nishi also portrays Maeda as a conservative defender of the Imperial Rescript on Education. These divergent interpretations are not surprising because Maeda's reforms were a combination of the old and the new. While he emphasized preserving the emperor as the source of moral education, he also advocated liberal changes, such as abolishing regimental teaching, developing critical thinking, and strengthening scientific education. By placing Maeda's reforms in comparison to those of the United States, my study clarifies how the Japanese government and occupation administrators viewed the democratization of Japan differently. Maeda assumed that his reforms met with SCAP's demands. However, SCAP thought differently.
iv, 112 leaves
Fri, 01 Aug 2003 00:00:00 GMThttp://hdl.handle.net/10125/69332003-08-01T00:00:00ZKumano, RurikoParents decisions regarding childcare: the Guam perspectivehttp://hdl.handle.net/10125/6931
What avenue do twenty-first century parents take to deal with the issue of childcare? This is the focus for this research in Guam. Since the advent of working mothers becoming the norm, with massive leaps in communication technology, and a changing American lifestyle, how have parents been reacting toward this important question concerning their children's care and educational needs? With the rise in need for childcare and the growing number and types of childcare available to families, how receptive have families been to the different childcare arrangements that are available to them? Because the issue of childcare is highly pertinent to daily life, many resources are currently available to parents. Resources include parent networks and resources on the web; numerous parent/family/child books; educational videos; special television show vignettes; radio talk shows; newspaper features; magazine articles; organized and active support groups; professionals, including early childhood educators, social workers and counselors; and the conventional informal networks of family, friends and coworkers. Where do parents choose to obtain their information? And with this deluge of information available to parents, how do they screen, discriminate and decipher the messages? What are the criteria that parents use when making the choice for childcare? Unfortunately, choosing childcare seems an arduous task for most parents. Since there are a myriad of factors involved with childcare that could frustrate, confuse or intimidate parents in their choice, it has been revealed that the most common parent strategy is focusing on personal preference and parental comfort when determining the appropriateness of a childcare environment (DeBord, 1995). In selecting care, parents look for values in the environment consistent with their own (1995). For practicality, 1 parents frequently resort to the simpler questions of: How much will the childcare service cost? Where is it located? Is there space available for my child? Is the childcare available at the times I need it? These criteria of preference, comfort, home and family likeness, cost, location, space availability and scheduling requirements complicate the decision making for childcare. In addition, other factors concerning quality, convenience, family pressures and learning expectations add more dimensions to the issue of childcare. Research (Early & Burchinal, 2001) shows that there is a common perception among parents that it is difficult to decide on good childcare, and this is due to parents' difficulty in accurately assessing the quality of a childcare setting, and in locating viable childcare. Many American families come out of this ordeal unscathed. Unfortunately, many more families constantly struggle and worry about their childcare decisions and the effects it has on their children. Is there a prescription for making decisions with childcare arrangements less daunting and more confident? A probe into this is my aim.
ix, 140 leaves
Fri, 01 Aug 2003 00:00:00 GMThttp://hdl.handle.net/10125/69312003-08-01T00:00:00ZCruz, Felicity M FDisability, culture, and education: a study of the empowerment of the physically disabled in the People's Republic of Chinahttp://hdl.handle.net/10125/6929
This thesis gives a general picture of important historical events as well as sociocultural, religious, and economic influences that have shaped both concepts of physical disability and the attitude of the Chinese people toward the physically disabled; that either have directly contributed to the empowerment of the physically disabled or have a potential for doing so; and educational strategies and interventions, in the past and since 1949, that have been employed to empower the physically disabled in China, and challenges and problems in special education that China is likely to face in the 21st century. This thesis is multi-disciplinary in nature, drawing upon the disciplines of history, philosophy, sociology, education, and medicine. The major methodology used in this thesis is primarily document and literature research along with illustrative cases studies. Most of cases are from the personal experience of the author or the personal experiences of the family members, relatives and friends of the author drawn from real life. One can draw several conclusions from this research. The care of the elderly and disabled elderly is emphasized and is guaranteed in China; Chinese society is influenced by tradition - not judging people according to their physical appearance, but their ability; equal education is emphasized since ancient China even though women were not included; the physically disabled with normal intelligent are not identified as persons with special needs; prevention and correction of disabilities have been emphasized in modern China; the rights and interest of the physically disabled are guaranteed constitutionally since the "Open Door Policy" implanted in 1978; finally, physical disability is a social concept. People with physical defects, judged disabled in one condition, may not be considered disabled in another situation. In general, the model of disability used in guiding policy makers or researchers still reflects mainly the functional limitation model in China. The results of this thesis demonstrate the complexity of the effects of sociocultural, political and economic factors at different historical periods on the concept of physically disabled in China. It is clear enough from this study that the concept of physical disability is a social phenomena. Thus the concept of disability as a social construction should not be neglected in the establishment of programs, interventions, policies, as well as research and studies in the issues related to the rights and interests of disabled persons worldwide.
x, 147 leaves
Thu, 01 May 2003 00:00:00 GMThttp://hdl.handle.net/10125/69292003-05-01T00:00:00ZZhang, LinIs there a problem here? The history of Micronesian immigration and its affect on the experience of Micronesian children in Hawaii's schoolshttp://hdl.handle.net/10125/6926
This thesis is intended to research and analyze the situation between Micronesian immigrant children attending public elementary school in Hawaiʻi, their families and their educators. Significant problems have arisen at schools as greater numbers of Micronesian children enter Hawaii's schools and educators are unable to communicate with the families of children having academic difficulty. I aim to identify the nature of the problem from the perspective of both the educators and the Micronesians and search for solutions. The research discusses the history of Micronesia and how the various colonial powers who have ruled the region have affected Micronesians and their relationship to education. Also studied are comparisons to other immigrant populations in the United States and throughout the Pacific and their experiences and difficulties in adapting to new educational systems and cultures as well as a case study of a local elementary school and interviews with both the educators and the Micronesian families involved. Finally educational literature and current philosophies on multicultural education offer solutions that tie in with research on Pacific Islander immigrant populations.
vi, 143 leaves
Thu, 01 May 2003 00:00:00 GMThttp://hdl.handle.net/10125/69262003-05-01T00:00:00ZPaul, Katherine AA Study of Selected States' Policies and Practices for Regulating Massage Therapy Schools and Training Programshttp://hdl.handle.net/10125/6924
After several studies, much consideration, and many recommendations, no solution has been found to the problems of regulating proprietary vocational schools in Hawai'i. Any ongoing or future consideration of this matter could be informed by a review of other state's policies and practices. The purpose of this study is to review the practices of Hawai'i and other states in regulating massage therapy schools and training programs to gain insight into ways Hawai'i might better regulate proprietary vocational schools in general. The purpose of this study is to improve the regulation of private massage therapy schools and training programs and other proprietary vocational schools in Hawai'i. To achieve that purpose, it is necessary to review the regulation of massage therapy training as well as the regulation of proprietary vocational schools. To better understand the problems and possibilities in Hawai'i, this study reviewed the regulation of massage therapy training and proprietary vocational schools both in Hawai'i and in other states which regulate massage therapy. It was anticipated that a review of the practices of other states might provide insight or guidance for Hawai'i.
v, 133 leaves
Sun, 01 Dec 2002 00:00:00 GMThttp://hdl.handle.net/10125/69242002-12-01T00:00:00ZMcKnight, James P